“I can’t search on Google for answers”: validity evidence of a developed computer-based assessment application

Abstract

While learning management systems have been increasingly used as innovative ways to teach students in the post-COVID-19 pandemic, academic dishonesty is still in crisis. The open-access facility has the potential intervention in academic dishonesty. This study reported validity evidence of a developed computer-based assessment application to combat academic dishonesty: 1) measuring the development of high-order-thinking-skill (HOTS) test items; 2) examining the test item's validity integrated into the application; and 3) reporting the program analysis of the anti-cheating application for English for Specific Purposes (ESP) class assessment. This mixed-method study used focus group discussion and reading tests to collect the data. Pearson product-moment and black box analysis were used to measure test-item validity and application. The quantitative result revealed that test items were developed according to authentic journal texts and HOTS question characteristics and were statistically proven valid and reliable. Simplifying the authentic text empirically enabled EFL students to have an easier ESP reading comprehension complexity level. The black box analysis showed that the auto-lock screen feature prevented suspicious cheating access. This study contributed to extending practical and theoretical research on technology-enhanced language learning (TELL) by providing an innovative anti-cheating technology application.

A study on academic dishonesty among English as a foreign language students

“…Another element to analyze is that teaching a foreign language presents unique challenges, which can lead EFL students to resort to fraud due to linguistic competence issues, academic writing challenges, time limitations, and lack of confidence [ 34 ]. Finally, time constraints, inadequate paraphrasing skills, and pressure to achieve good grades [ 35 ], along with technological advancements and COVID-19, have heightened academic dishonesty [ [41] , [42] , [43] , [44] , [45] ].…”

“…A study by Nimasari et al in Indonesia identified distinct reasons for EFL students cheating, including lack of time, inadequate paraphrasing skills, and pressure to achieve good grades [ 35 ]. In the context of EFL, Saleh and Meccawy [ 36 ] found that female students in Saudi Arabia often cheated by assisting each other, copying answers from peers, or using electronic sources during exams.…”

Challenges and Areas of The School Principal Supervisory Practices: Indonesian Teachers’ Perspectives

“…This practice helps prevent staff members from feeling isolated and disconnected, while also providing an opportunity for teachers to interact with one another in a secure manner. By maintaining positive relationships and fostering collaboration, teachers can effectively adapt to the virtual learning environment without losing the essential connections they had before the shift (Nimasari et al, 2022).…”